Unit 10 – Biomechanics of sports movementsDELIVERY GUIDEVersion 1

Cambridge TECHNICALS LEVEL 3

SPORT AND PHYSICAL ACTIVITY

ocr.org.uk/sport

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CONTENTS

Introduction 3

Related Activities 4

Key Terms 5

Misconceptions 9

Suggested Activities:

Learning Outcome (LO1) 12

Learning Outcome (LO2) 16

Learning Outcome (LO3) 20

Learning Outcome (LO4) 24

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INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email resources.feedback@ocr.org.uk.

Unit 10 Biomechanics of sports movements

LO1 Understand movement in relation to sport and physical activity

LO2 Understand motion and force in relation to sport and physical activity

LO3 Be able to analyse movement in sport and physical activity

LO4 Be able to use movement analysis to improve performance in sport and physical activity

To find out more about this qualification please go to: http://www.ocr.org.uk/qualifications/vocational-education-and-skills/cambridge-technicals-sport-and-physical-activity-level-3-certificate-extended-certificate-foundation-diploma-diploma-05826-05829-2016-suite/

Please note

The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk.

The latest version of this Delivery Guide can be downloaded from the OCR website.

UNIT AIMIn order to set themselves apart from others and have a real impact on the performance of their athletes or clients, coaches and personal trainers need to have an in-depth understanding of how the body moves and how to get the most strength, power and speed from it. By being able to analyse an athlete’s or client’s movement and understanding how and why forces affect sporting performance, a coach or personal trainer can get their athletes or clients to make the adjustments to their style or technique, which could mean the difference between winning and losing or reaching a personal best.

In this unit you will learn the axes and planes of movement, types of movement and levers that the body uses. You will also gain an understanding of Newton’s Laws of Motion, forces and stability and how the application of these can affect a performer in a sporting environment. You will also learn how to analyse movement in order to improve the performance of an athlete or performer.

2016 Suite• New suite for first teaching September 2016• Externally assessed content• Eligible for Key Stage 5 performance points from 2018• Designed to meet the DfE technical guidance

OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.

English Maths Work

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This unit (Unit 10) Title of suggested activity Other units/LOs

LO1 Planes of movement in sport and physical activity

Axes of movement in sport and physical activity

Movements on each plane in sport and physical activity – single movement

Movements on each plane in sport and physical activity – sequence of movements

Levers and their use in sport and physical activity

Unit 1 Body systems and the effects of physical activity LO1 Understand the skeletal system in relation to exercise and physical activity LO2 Understand the muscular system in relation to exercise and physical activity

LO3 An introduction to movement analysis in sport

Movement analysis technology at the Olympics

Applied examples of analysing movement in sport

Masterclass in movement analysis

Unit 5 Performance analysis in sport and exercise LO3 Be able to analyse performance

Movement analysis – single joint actions

Movement analysis – multiple joint actions

Unit 1 Body systems and the effects of physical activity LO1 Understand the skeletal system in relation to exercise and physical activity LO2 Understand the muscular system in relation to exercise and physical activity

Unit 5 Performance analysis in sport and exercise LO3 Be able to analyse performance

LO4 Tested to the limit Unit 5 Performance analysis in sport and exercise LO3 Be able to analyse performance

How motion analysis is used to improve performance

Fact sheet: movement analysis

Unit 5 Performance analysis in sport and exercise LO3 Be able to analyse performance LO4 Be able to give feedback on sports performance

Video analysis

Planning for improvement in performance

Unit 1 Body systems and the effects of physical activity LO1 Understand the skeletal system in relation to exercise and physical activity LO2 Understand the muscular system in relation to exercise and physical activity

Unit 5 Performance analysis in sport and exercise LO3 Be able to analyse performance LO4 Be able to give feedback on sports performance

Action plan Unit 2 Sports coaching and activity leadership LO3 Be able to use methods to improve skills, techniques and tactics in sport

Unit 5 Performance analysis in sport and exercise LO3 Be able to analyse performance

The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Sport and Physical Activity units/Learning Outcomes (LOs). This could help with delivery planning and enable learners to cover multiple parts of units.

RELATED ACTIVITIES

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KEY TERMSExplanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Abduction This involves movement away from the midline of the body. Abduction occurs in the frontal plane. For example, abducting the shoulder joint raises the arms out to the sides of the body.

Acceleration Refers to the rate at which velocity changes in relation to time. For example, in order to get off to a good start, a swimmer must accelerate out of the starting blocks. It is also possible to experience negative acceleration. Negative acceleration is referred to as deceleration. For example, in tennis, when a player sprints to the ball to make the shot, they experience positive acceleration. When they slow down to suddenly stop and perform the shot, they experience deceleration.

Action and reaction force According to Newton’s third Law, for every action force there is an equal (in size) and opposite (in direction) reaction force. For example, the force exerted downwards into the ground by a high jumper will result in an equal and opposite force acting upwards, allowing the high jumper to clear the bar.

Adduction This involves movement towards the midline of the body. Adduction occurs in the frontal plane. For example, adduction at the hip joint squeezes the legs together.

Air resistance Refers to the force air exerts against a body as it moves through the air causing it to slow down. The faster the body moves through the air, the greater the air resistance will be. For example, in the 100m sprint event, as the athlete sprints forwards, air resistance acts to slow them down.

Angular motion Occurs when a body moves along a circular path about some line in space so that all parts travel through the same angle, in the same direction, in the same time. This line is referred to as the axis of rotation. A gymnast rotating on the parallel bars is an example of angular motion.

Axis of movement An imaginary line about which a body or segment rotates.

Balanced forces Refers to when two or more forces acting on a body are equal in size but are exerted in the opposite direction. This results in no change in motion of a body as the resultant net force is zero. Balanced forces can be seen in gymnastics, for example, when a gymnast performs a headstand and remains in a balanced position.

Base of support Refers to the area beneath a body that makes contact with the ground. An increase in the base of support increases the stability of a body. For example, a gymnast on the beam will have greater stability when they have two foot feet in contact with the beam compared to only one.

Centre of mass The point at which the distribution of a body’s weight is balanced and through which the force of gravity acts. The centre of mass of an average person is located approximately in the middle of the sacrum. If a body changes shape such as when running or jumping, the centre of mass will also change. During sporting actions, the centre of mass will be constantly changing. This means that an athlete’s body will become unstable unless the base of support is altered so that it is under the centre of mass.

Dorsi flexion This involves flexing the ankle so that the foot moves upwards. This movement occurs in the sagittal plane. For example, dorsi flexion occurs when walking or running to lift the foot off the ground so that it can be pulled through to complete the stride.

Effort Within the lever system the muscles provide the effort forces to move the loads. For example, the biceps brachii provides the effort to flex the elbow joint during a bicep curl.

Extension This involves movement that increases the joint angle between two body parts. Extension occurs in the sagittal plane. For example, extension at the knee joint increases the angle between the tibia and femur bones, straightening the lower limb, as seen when kicking a football.

First order lever In a first order lever system, the fulcrum is positioned on the lever between the effort force and load being moved. The first order lever system is found in the neck at the atlanto-occipital joint and in the elbow joint.

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Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Force Refers to the pulling and pushing actions that can alter a body’s state of rest or motion. For example, if a body is at rest, it can be moved when another body exerts a force on it. This can be seen when a weightlifter lifts a weight up off the floor. Similarly, a body that is in motion can be stopped, slowed, speeded up or even have its direction changed if another body exerts a force on it. This can be seen when a high jumper exerts a large force on the ground to propel themselves up and over the bar.

Free body diagrams Are used to show the forces acting on a body at a particular point in time. Typically, arrows are used to represent the forces. The position, direction and length of the arrow reflect the size of the force.

Friction Refers to the force which occurs whenever one body moves across the surface of another. It always acts to oppose forces that cause the motion of one body over another. There are two types of friction in sport: sliding friction and rolling friction. Sliding friction explains why a skier waxes the surface of their skis to reduce the force of friction from the snow opposing their decent down the slope; whereas rolling friction is the force which acts on a football to slow it down, as it travels across the surface of a football pitch.

Fulcrum Refers to the point at which the lever pivots or turns. For example, the elbow joint acts as the fulcrum during a bicep curl, allowing the lower arm to flex and extend when lifting and lowering the weight.

Horizontal abduction Movement away from the midline of the body in the transverse plane. Moving the arm in the transverse plane away from the body is an example of horizontal abduction.

Horizontal adduction Movement towards the midline of the body in the transverse plane. Moving the arm in the transverse plane inwards across the body is an example of horizontal adduction.

Flexion Movement that decreases the joint angle between two body parts. Flexion occurs in the sagittal plane. For example, flexion at the elbow decreases the angle between the humerus and ulna bones.

Frontal axis Passes horizontally from left to right and is formed by the intersection of the frontal and transverse planes. Movements performed through this axis are flexion and extension.

Frontal plane Divides the body into anterior (front) and posterior (back) halves. Adduction and abduction are examples of movements that occur in the frontal plane.

Gravity Is the force that acts to attract a body towards the centre of the earth. For example, when a basketball player shoots a basketball, they exert a force towards the direction of the basket. Gravity then exerts a force downward on the ball, causing it to travel in an arc trajectory as it approaches the basket.

Inertia Refers to the unwillingness of a body to change whatever it is doing. This applies to a body at rest and a body in motion. For example, a free-weight lying on the gym floor will remain at rest unless acted on by an external force. Similarly, a tennis ball travelling through the air will continue on its path unless acted on by an external force such as the racket of a player.

Internal and external forces Internal forces refer to the forces exerted within the human body. For example, the contraction of a muscle causes internal forces to be exerted on the bones, ligaments and tendons. In contrast, the forces due to gravity, air resistance and friction or some other body are regarded as external forces.

Lateral rotation Involves rotation away from the midline of the body in the transverse plane. For example, with the arm out straight in front, turning from palms facing up to palms facing down will result in lateral rotation at the shoulder joint.

Lever Is usually a length of bone that turns about a joint. Levers can be used so that a small force can move a much bigger force. This is referred to as a mechanical advantage.

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Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Linear motion Occurs when a body moves so that all of it travels the same distance, same direction, in the same time. This can occur over a straight or curved lined. For example, a cyclist competing in a time trial will travel with linear motion in a straight line along the course. The motion of an Olympic ski jumper during the gliding phase is also an example of linear motion. This time, however, the path taken is a curved line rather than a straight one.

Load Refers to the object that is being moved. For example, a weighted barbell would be the load that is moved during a bicep curl.

Longitudinal axis Passes vertically from inferior to superior and is formed by the intersection of the sagittal and frontal planes. Movements performed through this axis are internal and external rotation.

Mass Refers to the quantity of matter of which a body is made up of and is the direct measure of inertia that the body possesses. For example, a rugby forward who has a very large mass is difficult to tackle and stop due to their large mass.

Medial rotation Involves rotation towards the midline of the body in the transverse plane. For example, with the legs straight, rotating them to point the toes inwards will result in medial rotation at the hip joint.

Momentum Is the product of mass and velocity. The momentum of a body becomes significant when involved in a collision with another body. The greater the momentum of a body, the greater the effect it produces during a collision with another body. In cricket, for example, the batter can generate more momentum by increasing the velocity of the bat. If they wish to hit a boundary, they will increase the velocity of the bat as it strikes the cricket ball.

Newton’s First Law of Motion

Is based on the theory of inertia. This law states that a body at rest will remain at rest. A body in motion tends to continue in motion, with the same speed and direction unless acted on by an external force. Examples of outside forces that affect inertia include: the surface of the playing field, a defensive player performing a tackle, or the braking action of an athlete’s body to change direction.

Newton’s Second Law of Motion

The velocity of a body is changed only when acted upon by an additional force. The change in velocity is proportional to and in the same direction of the force. For example, if a tennis player hits the ball with double the force, the rate at which the ball accelerates will be doubled.

Newton’s Third Law of Motion

Refers to the concepts of equal and opposite reactions. Newton’s third law states that a force exerted by one body on another body will create an equal and opposite force exerted by the second body on the first. For example, a swimmer propels through the water because the water offers enough reactive force to oppose the action of their hands pushing, allowing them to move forwards.

Net force Refers to the overall force acting on a body. It is also referred to as resultant force. To calculate the net force acting on a body, the body is isolated at a moment in time and interactions with the environment are represented as forces in a free body diagram.

Plane of movement A two-dimensional plane running through an object. Motion occurs in the plane or parallel to it.

Plantar flexion Involves extending the ankle so that the foot moves downwards. This movement occurs in the sagittal plane. For example, an individual pushing up on their tiptoes involves plantar flexion at the ankle joint.

Sagittal plane Divides the body into right and left halves. Flexion and extension are examples of movements that occur in the sagittal plane.

Second order lever In a second order lever system, the load is located between the fulcrum and the force. In the human body, an example of a second order lever is found in the metatarsophalangeal joints.

Stability Is the ability of a body to return to a state of equilibrium or its original position after being displaced. The stability of a body in equilibrium depends on three factors: the weight of the body; the position of the line of gravity relative to the limits of the base of support; the height of the centre of gravity relative to the base of support. For example, a sumo wrestler down on all four limbs is in a very stable position and is not easily moved from their state of equilibrium. In contrast, a gymnast performing a routine on the beam is in a very unstable equilibrium.

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Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Transverse plane Divides the body into superior (towards the head) and inferior (towards the toes) halves. Internal and external rotations are examples of movements that occur in the transverse plane.

Transverse axis Passes horizontally from posterior to anterior and is formed by the intersection of the frontal and transverse planes. Movements performed through this axis are lateral flexion, abduction and adduction.

Third order lever In a third order lever system, the effort is applied between the load and the fulcrum. There are many examples of third order levers in the human body. One example is the elbow joint. The elbow joint is the fulcrum; the load is the lower arm; and the force is the biceps brachii muscle contracting to flex the joint.

Unbalanced forces Refers to when a force exerted in one direction is greater than a force exerted in the opposite direction. This will result in the body moving, changing speed or direction. Unbalanced forces can be seen in athletics; for example, when an athlete drives out of the blocks, the unbalanced forces will propel the athlete forwards.

Velocity Is the measure of a body’s motion in a particular direction. It is calculated by dividing displacement (length of a straight line joining the start and finish points) by time taken. For example, an athlete completes a 400 m race in 50 seconds - distance is 400 m and displacement is 0 m (athlete is back where they started) so speed is 400/50 = 8 m/s and velocity is 0/50 = 0 m/s.

Weight Refers to the gravitational force that the earth exerts on a body. The greater the mass of a body, the greater the gravitational force exerted on it. Weight and mass are not the same thing. The mass of an athlete remains the same, whereas the weight of an athlete can change depending on their distance from the Earth’s core. The further away from the Earth’s core, the smaller the gravitational force acting on the athlete. Weight is measured in newtons.

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Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

Understanding and applying the planes and axes of movement to sport and physical activity situations

Learners may find the concepts and the terminology used to describe the wide variety of movements in the different planes and axes incredibly confusing especially when applied to complex sporting situations.

Learners could overcome this by reading an online article written by an organisation called Today’s Fitness Trainer. This article could help the learners understand the movements of the body in terms of planes of movement; axes of movement; and types of movement occurring within different sports and exercise situations. This website also provides a video resource to help further reinforce the key aspects of this topic.

Building on this task, the tutor could use a practical session – for example, using fitness equipment or a body weight circuit – to demonstrate and give practical contexts to the planes, axes and types of movements occurring during different exercises.

Understanding Planes and Axes of MovementToday’s Fitness Trainerhttp://video214.com/play/cnetMJRjkj1YIOxXqZ19SQ/s/darkExplains planes and axes of movement within sport and physical activity.

Understanding Newton’s Laws of Motion

It is important that learners understand and can apply Newton’s three Laws of Motion. The tutor could direct the learners to the accompanying web resource that clearly and succinctly explains the physics behind the three Laws of Motion.

Learners’ knowledge and understanding could be further developed by viewing an educational resource developed by NASAeClips. This educational video provides practical explanations for each of the three Laws.

Newton’s Laws of MotionNASAhttps://www.grc.nasa.gov/www/k-12/airplane/newton.htmlOutlines Newton’s three Laws of Motion.

Launchpad: Newton’s Laws On-Board the International Space StationNASAeClips/YouTubehttps://www.youtube.com/watch?v=KvPF0cQUW7s#t=76Explains Newton’s three Laws of Motion through the use of practical examples.

MISCONCEPTIONS

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Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

Understanding the motions and forces occurring in different sports

Learners may find it difficult to contextualise the concepts of motion and force. This could be overcome by researching a resource created by Newspaper in Education. This could be helpful to learners as it explains the motions and forces specific to certain sports.

Learners could also be directed to research the ESPN ‘Sport Science’ online video resources. These resources provide a wide range of applied examples of force and motion in sport and could be extremely helpful in connecting learners to the complex terminology and concepts.

Sport ScienceNewspaper in Educationhttp://nie.utsandiego.com/guides/nie_sports_science_guide.pdfExplains the concepts of motion and force through the use of sporting examples.

ESPN Sport Science seriesESPNhttps://www.youtube.com/watch?v=VOdZSHEEb_0https://www.youtube.com/watch?v=szQWk9BsNjAhttps://www.youtube.com/watch?v=2QOEIQ3_Kuohttps://www.youtube.com/watch?v=wx1dlLQfnZ8Uses science to help explain the forces and motions in sport.

Drawing free body diagrams Learners may require additional guidance when drawing free body diagrams. The tutor could direct the learners to the accompanying online resource to help develop their knowledge and understanding of free body diagrams and their application in sport. This is an interactive resource which provides step-by-step instructions on how to draw free body diagrams. The tutor could then provide the learners with simple sporting scenarios whereby they can apply their knowledge of free body diagrams to sporting contexts.

Construction of Free Body DiagramsWisc-Onlinehttps://www.wisc-online.com/learn/natural-science/physics/tp1502/construction-of-free-body-diagramsProvides a step-by-step guide on how to draw free body diagrams.

Providing detailed movement analysis of a sporting action

Learners may find providing a detailed analysis of movements in sport a difficult task. The tutor could direct the learners to an online movement analysis produced by BrianMac.

This article discusses how to accurately analyse the movements across a range of sports. The movement analysis is broken down into:• actual movement occurring• the plane(s) and axes• muscles producing the movement• function of the muscles e.g. agonist and antagonist• type of contraction.

Through researching this article the learners should feel more confident in applying the concepts and terminology used to provide a detailed analysis of movements in sport. The tutor could then stretch and challenge the learners by providing additional sporting actions.

Movement analysisBrianMachttp://www.brianmac.co.uk/moveanal.htmProvides a detailed movement analysis of a wide range of sports.

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Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

Creating an action plan Learners may find it difficult creating an action plan to improve an area of weakness identified from their movement analysis of a performer. Learners could be directed to the accompanying web resources to help develop their knowledge and understanding of the theory underpinning techniques/skill development in sport.

It’s all in the technique BrianMachttp://www.brianmac.co.uk/articles/scni3a3.htmProvides information on how a coach may use the theory of skill acquisition to enhance performance.

Visual feedback to change rowing techniqueBrianMachttp://www.brianmac.co.uk/articles/scni19a4.htmProvides information on how feedback can be used to enhance performance.

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SUGGESTED ACTIVITIESLO No: 1

LO Title: Understand movement in relation to sport and physical activity

Title of suggested activity Suggested activities Suggested timings Also related to

Planes of movement in sport and physical activity

The tutor could introduce the concept of planes movements through the use of practical demonstrations. The tutor could task the learners with exploring each of the different movements and provide feedback and explanations throughout the activity. This task would work well with learners working as pairs or in a small group.

Suggested movements/activities:

Sagittal – divides the body into left and right halves. Examples of movements predominately in this plane:• Fitness exercises: forward and backward lunges• Sport movements: running, cycling and long jumping.

Transverse – divides the body into top (superior) and bottom (inferior) halves. Examples of movements predominately in this plane:• Fitness exercises: woodchoppers and twisted sit ups• Sport movements: forearm or backhand in racket sports or a golf swing.

Frontal – divides the body into posterior (back) and anterior (front) halves. Examples of movements predominately in this plane:• Fitness exercises: side lunges• Sport movements: tennis player side stepping up and down the base line.

During this task it would be useful to have a visual reference of the planes of movement in the form of a handout or image on an interactive whiteboard, so that the learners could refer to it if necessary.

The following web resource could be helpful when introducing the learners to the three planes of movement:

Kinesiology – Planes of MotionCoach Besthttps://www.youtube.com/watch?v=QTRIrEhatRI Provides very clear explanations on the planes of movement.

1.5 hours Unit 1 LO1, LO2

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Title of suggested activity Suggested activities Suggested timings Also related to

Axes of movement in sport and physical activity

The tutor could introduce the concept of axes movements through the use of practical demonstrations. The tutor could task the learners with exploring each of the different movements and provide feedback and explanations throughout the activity. This task would work well with learners working as pairs or in a small group.

Suggested movements/activities:

Transverse – passes horizontally from posterior to anterior and is formed by the intersection of the frontal and transverse planes. Movements performed through this axis are lateral flexion, abduction and adduction. For example:• Abduction and adduction: during lateral raises with free weights.

Longitudinal – passes vertically from inferior (towards feet) to superior (towards head) and is formed by the intersection of the sagittal and frontal planes. Movements performed through this axis are internal and external rotation. For example:• External rotation: of the hip joint when side passing a football.

Frontal – passes horizontally from left to right and is formed by the intersection of the frontal and transverse planes. Movements performed through this axis are flexion and extension. For example:• Flexion: of the elbow joint during a bicep curl (upwards phase).

During this task, it would be useful to have a visual reference of the axes of movement in the form of a handout or image on an interactive whiteboard, so that the learners could refer to it if necessary.

The following web resource could be helpful when introducing the learners to the three axes of movement:

Kinesiology – Axis of MotionCoach Besthttps://www.youtube.com/watch?v=0c4Di89Vhj0Provides very clear explanations on the axes of movement.

1.5 hours Unit 1 LO1, LO2

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Title of suggested activity Suggested activities Suggested timings Also related to

Movements on each plane in sport and physical activity - single movement

The tutor could provide opportunities for learners to analyse sporting movements in terms of the planes in which the movements occur and the axes about which they take place.

Learners could be provided with a range of sporting actions from which they are tasked with identifying the plane of movement and the axes about which they take place. Still images would work well in this task. This task would work well in small groups with the learners feeding back their answers to the whole group.

Examples of suggested sporting movements:• Sprinting action (sagittal plane about the frontal axis)• Golf swinging action (transverse plane about the longitudinal axis)• Gymnastics floor routine - side cartwheel (frontal plane about the transverse axis).

1 hour Unit 1 LO1, LO2

Movements on each plane in sport and physical activity – sequence of movements

The tutor could provide opportunities for learners to analyse more complex sporting movements. Learners could be provided with a range of sporting actions from which they are tasked with identifying the plane of movement and the axes about which they take place. Video clips would work well in this task. This task would work well in small groups with the learners feeding back their answers to the whole group.

For example:• The different phases of a gymnastics vault routine• The different phases of diving routine• The phases of a cricket bowling action.

1 hour Unit 1 LO1, LO2

An introduction to levers The tutor could introduce this task by explaining how the bones, muscles and ligaments form a system of levers within the body that work together to produce movement. The tutor could state that there are three different types of levers found in the human body: first class, second class and third class. Diagrams of the three types of levers could be used to support this discussion.

This introduction could be supported by the following short video clip:

Biomechanics of the Body - LeversVEA Australia - New Zealandhttps://www.youtube.com/watch?v=ny8k7LUUIEk This video describes the biomechanical principle of levers. It looks at the classes of levers and components of levers and the implications of their use within a sporting context.

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Title of suggested activity Suggested activities Suggested timings Also related to

Levers and their use in sport and physical activity

The learners could then be tasked with producing an ‘All you need to know’ guide about one of the three lever systems found in the human body. Learners could be grouped, with each group being assigned one of the lever systems. The learners could then be tasked with providing the following information on their lever system:• Definition/overview of the lever system including key terms: fulcrum, effort, and load• An diagram illustrating the lever system• An example of this lever system in the body• An applied example from a sporting action.

This information could be presented as an A4 poster for the other group members to access. The key to this task is to give the learners the responsibility of researching and learning about the different lever classes in the body.

The following web resource could be useful for completing this task:

Levers work to create movement in the human body Human Kineticshttp://www.humankinetics.com/excerpts/excerpts/levers-work-to-create-movement-in-the-human-body The article provides an introduction to the lever systems within the body.

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SUGGESTED ACTIVITIESLO No: 2

LO Title: Understand motion and force in relation to sport and physical activity

Title of suggested activity Suggested activities Suggested timings Also related to

Newton’s Laws of Motion It is important that the learners can apply Newton’s Laws of Motion to sport and exercise. The following web resource could be used by the tutor to explain how the three Laws apply to sport:

Newton’s Three Laws of MotionNational Science Foundationhttp://science360.gov/obj/video/642db496-d506-432e-85b4-4e38f75d9142/newtons-three-laws-motionExplains how Newton’s three Laws of Motion can be applied to ice hockey.

The tutor could then lead a whole group discussion on this topic. Learners could be encouraged to provide different examples of Newton’s Laws in sport. The tutor could record the responses on the whiteboard as a point of discussion.

30 minutes

Applying Newton’s Laws of Motion to sport

Learners could be tasked with providing examples of Newton’s Laws within a sport of their choice. This activity could work well as a poster. The following headings could be used as guidance of what to include:• Description of the Law • Image/sporting example of the Law in action • Explanation of the image/sporting example.

This could work well as a group activity with the learners feeding back to the whole group. The tutor could assign learners with different sports to ensure a variety of examples.

Learners could be directed to the following web resource. This resource provides examples of how Newton’s Laws can be applied to a wide range of sports:

How Are Newton’s Three Laws of Motion Used in…?LiveStrong.comhttp://www.livestrong.com/article/423739-newtons-three-laws-motion-used-baseball/Explains how Newton’s Laws are used in sport.

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Forces The tutor could explain to the learners that a sports performer experiences forces both internal to and external to the body. Internal forces are generated by the muscles to produce movement. In sport, more than one external force usually acts on the performer and the effect produced by these forces will depend on their magnitudes and relative directions.

The tutor could provide the learners with definitions of the key external forces acting on a sports performer:

Vertical forces:Weight (W)Reaction force (R)

Horizontal forces:Friction (F)Air resistance (AR)

The tutor could then task the learners with finding sporting examples of each. This could involve the learners working in small groups to produce a mind map/spider diagram of their answers. The learners could then share their examples with the rest of the group.

The following online video resource could be used by the tutor to show the forces acting in the sport of Olympic curling:

Science Friction: All About the Physics of CurlingDiscovery Newshttps://www.youtube.com/watch?v=miB7HzUvmM0Explains the physics behind the sport of Olympic curling.

1 hour

Net force, balanced forces and unbalanced forces

It is important that the tutor discusses the concepts of net force, balanced forces and unbalanced forces. The tutor could use images of sporting actions representing the different types of forces:

• Balanced forces (static): e.g. gymnast holding a handstand – forces equal• Unbalanced (dynamic): e.g. long jumper taking off – reaction force greater than weight.

The tutor could task learners with finding different sporting examples of balanced and unbalanced forces. The learners could then share their examples with the whole group.

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Free body diagrams The tutor could provide the learners with action pictures from a range of different sports. They could then task the learners with identifying all of the vertical and horizontal forces acting on the sports performer. These forces should be represented with arrows.

The tutor could provide the learners with the following guidance for drawing the arrows:

An arrow shows:• the size of the force (the longer the arrow, the bigger the force)• the direction in which the force acts• the origin of the force• the arrow could also be labelled with the name of the force.

This then leads into the concept of free body diagrams. Free body diagrams are used to represent the forces acting on a body at a point in time. Again, the tutor could use a range of sporting images from which the learners sketch a free body diagram to represent the forces acting on the sports performer. This could work as either an individual or small group activity. To assist the learners, the tutor could work through a model answer to one of the sporting images.

The following web resource may also be useful in supporting the learners’ knowledge and understanding of this topic:

ForcesPhysics in Football/Weeblyhttp://physics-in-football.weebly.com/forces.htmlShows how free body diagrams can be used to represent the different forces acting on an American football player.

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Stability The tutor could introduce the topic of stability in sport by discussing the story of Dick Fosbury. The tutor could task the learners with reading the following article:

Fearless Fosbury Flops to Glory The New York Timeshttp://www.nytimes.com/packages/html/sports/year_in_sports/10.20.htmlReports on the achievements of Dick Fosbury.

In order to provide an explanation of the ‘Fosbury Flop’ technique the tutor could use the following video clip:

Sport Science: High JumpESPN Sport Sciencehttps://www.youtube.com/watch?v=BpXUkjZlytsExplains the biomechanics behind how a high jumper clears the bar.

To conclude this task, the tutor could direct the learners to an online excerpt discussing stability and mobility in sport:

Five factors determine stability and mobility Human Kineticshttp://www.humankinetics.com/excerpts/excerpts/five-factors-determine-stability-and-mobilityExplains the concept of stability in sport.

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SUGGESTED ACTIVITIESLO No: 3

LO Title: Be able to analyse movement in sport and physical activity

Title of suggested activity Suggested activities Suggested timings Also related to

An introduction to movement analysis in sport

The tutor could start this task by having a group debate on the benefits of movement analysis in sport. The tutor could record the learners’ suggestions on the whiteboard as a point of discussion.

The tutor could focus the discussion around the three main reasons for movement analysis in sport: inform, improve, protect.

The following web resource could be used to show learners how movement analysis technologies are being used within sport and exercise:

Nike Sport Research: The Art of ScienceMotion Analysis/Nikehttp://www.motionanalysis.com/html/movement/videos/videos_NSRL2.htmlExamples of how movement analysis technology can be used to enhance athletic performance.

30 minutes Unit 5 LO3

Movement analysis technology at the Olympics

The tutor could direct the learners to the following BBC web resource. This resource provides examples of how motion analysis technology was used in the 2012 London Olympics.

Olympics 2012: Video analysis software powers Team GBBBC Newshttp://www.bbc.co.uk/news/technology-18859806Article provides an overview of the various performance analysis technologies being used in elite level sport.

Working in pairs or small groups, learners could be tasked with providing a short summary of each type of movement analysis technology used. This could take the form of a mind map/spider diagram. This could then form the focus of a whole group discussion.

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Applied examples of analysing movement in sport

The tutor could direct the learners to the English Institute of Sport website. It contains a section on the use of biomechanics in supporting elite British athletes. There are a number of case studies which the learners could be tasked with researching. The case studies provide examples of movement analysis methods in sport. Learners could be organised into small groups for this activity and tasked with providing a summary of the findings from their case study.

BiomechanicsEnglish Institute of Sporthttp://www.eis2win.co.uk/pages/Biomechanics.aspxExplains how the science of biomechanics is used to support elite level athletes.

1 hour Unit 5 LO3

Masterclass in movement analysis

It is important that the learners can accurately and effectively analyse a sporting movement. To aid in this task, tutors could show former World 200 m and 400 m Champion, Michael Johnson, analysing Usain Bolt’s sprinting action using state-of-the-art movement analysis techniques:

Michael Johnson analyzes Usain Bolt’s sprintingBBChttps://www.youtube.com/watch?v=oZ3c8zhMoWIProvides an example of how movement analysis can be used in sport.

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Movement analysis – single joint actions

The tutor could task the learners with analysing single joint actions in sport and physical activity. This could involve the use of still images of sporting actions. Learners could work in pairs to analyse the following movements:• Bicep curl• Leg squats• Throwing a boxing punch• Kicking a football.

For each movement, learners could attempt to identify the following aspects:• Joint(s) involved• Muscles used (agonist and antagonist)• Type of muscle contraction• Planes and axes in which the movements occur.

The tutor could then task each pair to present one of their analyses to the rest of the group.

The following web resource could be used to assist with this task:

Movement Analysis TableTeach PEhttp://www.teachpe.com/a_level_analysis/movement_analysis_webpage.htmlTable identifies bones, muscles and type of contraction for the major joints and their movements in the body.

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Movement analysis – multiple joint actions

The tutor could task the learners with analysing a range of complex sporting movements. This could involve the use of short video clips. Learners could work in pairs to analyse the following sporting movements:• Tennis serve• Golf swing• Shot put action• Sprint start• Gymnastics somersault.

For each sporting movement, learners could attempt to identify the following aspects:• Joint(s) involved• Muscles used (agonist and antagonist)• Type of muscle contraction• Planes and axes in which the movements occur.

The tutor could then task each pair to present one of their analyses to the rest of the group.

The following web resource could be used to assist with this task:

Movement Analysis TableTeach PEhttp://www.teachpe.com/a_level_analysis/movement_analysis_webpage.htmlTable identifies bones, muscles and type of contraction for the major joints and their movements in the body.

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SUGGESTED ACTIVITIESLO No: 4

LO Title: Be able to use movement analysis to improve performance in sport and physical activity

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Tested to the limit The tutor could introduce this task by showing learners the Ronaldo – Tested to the Limit documentary. This documentary could be useful to the learners as it provides an insight into how sports scientists use cutting edge biomechanical technology to analyse athletes.

Ronaldo – Tested to the LimitSky Sportshttps://www.youtube.com/watch?v=vSL-gPMPVXICristiano Ronaldo is analysed by sports scientists using cutting-edge movement analysis technology.

1 hour Unit 5 LO3

How motion analysis is used to improve performance

The tutor could use the following web resource to provide examples of how motion analysis technology can be used to improve performance in sport. Learners could be tasked with researching these web resources to develop knowledge and understanding of the topic.

Movement Analysis VideosMotion Analysishttp://www.motionanalysis.com/html/movement/videos.htmlResource provides an extensive library of motion analysis videos in sport.

1 hour Unit 5 LO3, LO4

Fact sheet: movement analysis

The tutor could task the learners with creating a fact sheet on how movement analysis technology has been used to improve sporting performance in a specific sport. The fact sheet could include the following information:• Type of movement technology used e.g. Quintic software• How the technology is used within the sport• The impact of the technology on performance.

The following web resource could be used to provide an example of how movement analysis technology has improved performance in boxing: 2012 Olympics: iBoxer software packs punch for Team GBBBC Newshttp://www.bbc.co.uk/news/technology-18735629Provides an example of how performance analysis is used in the sport of boxing.

1 hour Unit 5 LO3, LO4

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Video analysis This task could be delivered as a case study activity. To begin, the learners could be tasked with video recording their own performances in a selected sport. This could involve focusing on specific techniques and skills e.g. the shooting action in basketball; the phases in triple jump; the block start in athletics. Learners could then be tasked with identifying an aspect of the performance that requires improvement.

1 hour Unit 1 LO1, LO2Unit 5 LO3, LO4

Planning for improvement in performance

Building on the previous task, learners could then provide detailed movement analysis feedback about the performance. This would require the learners to draw on the knowledge and understanding gained from previous tasks throughout the unit. Feedback could take many different forms depending on resources available.

The following web resources could be used to provide learners with ideas on how best to present their case study:

Case studiesDartfishhttp://blog.dartfish.com/en/category/articles/case-studies/Provides examples of case studies using Dartfish performance analysis technology.

Quintic in ActionQuintic Consultancyhttp://www.quintic.com/case_studies/Shows how movement analysis can be used to improve performance across a number of sports.

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Action plan The learners could be tasked with creating a one-page action plan to improve the identified area of weakness. The following points could be used as guidance for what to include within the action plan:• A brief explanation of the area of weakness• An example of the perfect technical model of the area of weakness (image)• Coaching sessions used to develop the area of weakness • Guidance and practice methods used to develop the area of weakness• Assessment methods used throughout the action plan e.g. use of video analysis technology to assist

the performer’s skill development and measure progress made.

The following web resources could be useful in helping learners to develop an effective action plan for their identified area of weakness:

Skill AcquisitionTeach PEhttp://www.teachpe.com/skill_acquisition.phpProvides information on how a coach may use the theory of skill acquisition to enhance performance.

Apply biomechanics to improve techniquesHuman Kineticshttp://www.humankinetics.com/excerpts/excerpts/apply-biomechanics-to-improve-techniquesThis excerpt provides an overview of how biomechanics is improving performance across a range of sports.

1 hour Unit 2 LO3Unit 5 LO3

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